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dc.contributor.authorBORGONOVI, Francesca
dc.contributor.authorFERRARA, Alessandro
dc.identifier.citationResearch in social stratification and mobility, 2023, Vol. 83, Art. 100760, OnlineOnlyen
dc.descriptionPublished online: 25 January 2023en
dc.description.abstractWe use longitudinal data from over 1.5 million Italian students to examine differences in the mathematics and reading achievement of students who completed primary and lower secondary school in 2020–21 (COVID cohort) and those who completed it in 2018–19 (non-COVID cohort). We also examine the evolution of inequalities by gender, socio-economic condition, and prior academic achievement during the pandemic. On average, the primary school COVID cohort experienced a small increase in reading achievement and a drop in mathematics achievement compared to the non-COVID cohort. The lower secondary school COVID cohort experienced a large reduction in mathematics achievement and a smaller reduction in reading achievement compared to the non-COVID cohort. Previously middle-achieving students suffered the most from the pandemic, while high achievers gained. Socio-economic inequalities in achievement remained stable for secondary school students and somewhat decreased for primary school students between the non-COVID and COVID cohorts. Gender disparities were broadly reduced across domains and school levels, except for primary school math.en
dc.description.sponsorshipThis article was published Open Access with the support from the EUI Library through the CRUI - Elsevier Transformative Agreement (2023-2027).en
dc.relation.ispartofResearch in social stratification and mobilityen
dc.titleCOVID-19 and inequalities in educational achievement in Italyen
dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International*

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Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International